%0 Journal Article
%T ChildrenĄ¯s Allocation of Study Time during the Solution of RavenĄ¯s Progressive Matrices
%A Bruno Dauvier
%A Patrick Perret
%J -
%D 2018
%R https://doi.org/10.3390/jintelligence6010009
%X Abstract The acuity of reasoning on RavenĄ¯s Progressive Matrices is strongly influenced by strategic determinants. Building on metamemory studies that highlight the influence of study-time allocation on memory development, we investigated childrenĄ¯s allocation of study time while solving these matrices. A total of 170 children aged 6¨C12 years completed a computerized short-form version of the standard matrices featuring items selected to represent a broad range of difficulties. Beyond analyzing changes in mean latencies and performances with age, we used generalized additive mixed models to explore within-participant variability in response times as a function of both item complexity and overall individual efficiency. Results revealed that individual differences in performances were significantly associated with childrenĄ¯s adaptive modulation of response times. Mediation analysis further indicated that response-time modulation contributed to age-related changes in performance. Taking account of study-time allocation in reasoning tasks may open up new avenues for the study of reasoning development and the assessment of intellectual functioning. View Full-Tex
%K reasoning
%K allocation of study time
%K cognitive development
%K RavenĄ¯s Progressive Matrices
%U https://www.mdpi.com/2079-3200/6/1/9